Liz Todd
Datos Biográficos
| ID | 3754019 |
|---|---|
| NOMBRE | Liz Todd |
| NOMBRES | Liz |
| APELLIDO | Todd |
| FIRMA | TODD L |
| AFILIACIONES | Newcastle University |
| ORCID | 0000-0002-0080-555X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 24 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1949 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Improving student engagement and achievement in education
Every year, thousands of young people in Europe leave education prematurely, with significant individual, social and economic consequences. Despite recent improvements in overall rates of early school leaving in Europe, substantial disparities remain within and across countries, with children living in poverty, those with migrant backgrounds, and those from Roma or Traveller communities facing additional barriers to education. Following a multipl…
Partnerships to tackle the effects of socio-economic inequality on children’s experiences of school
Education is a key driver of resilience against the backdrop of increasing uncertainty provoked by enduring forms of social injustice. Yet, for many children living in poverty, school is a site in which economic inequalities are reproduced and children experience further exclusion and stigma. Nearly a quarter of families in Europe are at risk of poverty. In the UK, nine in every class of thirty children are living in poverty. Poverty has been exa…
Analysis of a university-NGO research partnership with and for children and young people in Covid-19
To gain a deeper understanding of the ways institutions work in partnership in research in times of adversity, this paper analyses what happened when people from two very different organizations, a university and a children’s charity, worked together on the VOICES research project during Covid-19. VOICES looked at how nearly 2000 children and young people in North East England were experiencing the pandemic. It was ambitious in its range of resea…
Hope under Neoliberal Austerity
Conceptualising poverty as a barrier to learning through ‘Poverty proofing the school day’
This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that have been uncovered. The process of abductive reasoning necessitated broadening the conceptual framework through which we usually understand poverty and its impacts on education, and in so doing we tak…
Students’ views on fairness in education
This paper discusses a research project which sought to find out about young people’s views on fairness in education in English schools. Fairness is an everyday term, which in policy hides multiple and contradictory positions across the political divide. In education, we find a policy context that focuses on distributional justice and equality of opportunity but also on principles of freedom and choice. This paper argues that engaging with how yo…
Creating an intentionally dialogic space
Critical dialogue, critical methodology
This paper suggests ways the academic debate on youth participation (and how this is translated into research designs) can inform the manner in which services collaborate with children and young people to evaluate their work. There is a gap between thinking from academic research and the practice of service evaluation that seems to be difficult to bridge. In order to bridge the gap, a particular kind of 'criticality' needs to be brought to the as…
Occupying Newcastle University
In November and December 2010, students across the UK organised and participated in protests against government spending cuts and, in particular, proposals to change how higher education is funded in England. These changes mean that universities in England can charge up to £9000 every year in tuition fees to each student as a result of their funding from the government - through the Higher Education Funding Council for England (HEFCE) - being com…
Visibly learning
This paper examines the assessment practices of teachers working with students with special educational needs in New Zealand primary and secondary regular and special schools. A national survey was used to identify current assessment practices used by teachers working with students designated, through a resourcing policy, as having high and very high needs. Specifically, the survey sought to determine the type of assessment practices used, reason…
Towards Extended Schools? How Education and Other Professionals Understand Community‐Oriented Schooling
The government in England is proposing that every school should offer extended services to children, families and communities. However, in the absence of agreed models of how such community‐oriented schooling should operate, its form will depend on how it is understood by the education professionals and their partners in other agencies who have to make it work in practice. This article draws on data from interviews with over 350 professionals to …
Disability and the restructuring of welfare
Parent Partnership Services are now required in every local education authority (LEA) in England and Wales. Research has documented parents' experience of dissatisfaction when engaging with services responsible for providing for children's special educational needs, and differences in priorities and assumptions between parents and professionals. Analysis suggests that Parent Partnership Services have the potential to make the system work in a mor…
Some Aspects of Staff Training in the Postmaster‐general's Department
Creating an intentionally dialogic space
Occupying Newcastle University
In November and December 2010, students across the UK organised and participated in protests against government spending cuts and, in particular, proposals to change how higher education is funded in England. These changes mean that universities in England can charge up to £9000 every year in tuition fees to each student as a result of their funding from the government - through the Higher Education Funding Council for England (HEFCE) - being com…
Students’ views on fairness in education
This paper discusses a research project which sought to find out about young people’s views on fairness in education in English schools. Fairness is an everyday term, which in policy hides multiple and contradictory positions across the political divide. In education, we find a policy context that focuses on distributional justice and equality of opportunity but also on principles of freedom and choice. This paper argues that engaging with how yo…
Critical dialogue, critical methodology
This paper suggests ways the academic debate on youth participation (and how this is translated into research designs) can inform the manner in which services collaborate with children and young people to evaluate their work. There is a gap between thinking from academic research and the practice of service evaluation that seems to be difficult to bridge. In order to bridge the gap, a particular kind of 'criticality' needs to be brought to the as…
Conceptualising poverty as a barrier to learning through ‘Poverty proofing the school day’
This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that have been uncovered. The process of abductive reasoning necessitated broadening the conceptual framework through which we usually understand poverty and its impacts on education, and in so doing we tak…
Disability and the restructuring of welfare
Parent Partnership Services are now required in every local education authority (LEA) in England and Wales. Research has documented parents' experience of dissatisfaction when engaging with services responsible for providing for children's special educational needs, and differences in priorities and assumptions between parents and professionals. Analysis suggests that Parent Partnership Services have the potential to make the system work in a mor…
Some Aspects of Staff Training in the Postmaster‐general's Department
Disability and the restructuring of welfare
Parent Partnership Services are now required in every local education authority (LEA) in England and Wales. Research has documented parents' experience of dissatisfaction when engaging with services responsible for providing for children's special educational needs, and differences in priorities and assumptions between parents and professionals. Analysis suggests that Parent Partnership Services have the potential to make the system work in a mor…
Towards Extended Schools? How Education and Other Professionals Understand Community‐Oriented Schooling
The government in England is proposing that every school should offer extended services to children, families and communities. However, in the absence of agreed models of how such community‐oriented schooling should operate, its form will depend on how it is understood by the education professionals and their partners in other agencies who have to make it work in practice. This article draws on data from interviews with over 350 professionals to …
Visibly learning
This paper examines the assessment practices of teachers working with students with special educational needs in New Zealand primary and secondary regular and special schools. A national survey was used to identify current assessment practices used by teachers working with students designated, through a resourcing policy, as having high and very high needs. Specifically, the survey sought to determine the type of assessment practices used, reason…
Critical dialogue, critical methodology
This paper suggests ways the academic debate on youth participation (and how this is translated into research designs) can inform the manner in which services collaborate with children and young people to evaluate their work. There is a gap between thinking from academic research and the practice of service evaluation that seems to be difficult to bridge. In order to bridge the gap, a particular kind of 'criticality' needs to be brought to the as…
Occupying Newcastle University
In November and December 2010, students across the UK organised and participated in protests against government spending cuts and, in particular, proposals to change how higher education is funded in England. These changes mean that universities in England can charge up to £9000 every year in tuition fees to each student as a result of their funding from the government - through the Higher Education Funding Council for England (HEFCE) - being com…
Creating an intentionally dialogic space
Students’ views on fairness in education
This paper discusses a research project which sought to find out about young people’s views on fairness in education in English schools. Fairness is an everyday term, which in policy hides multiple and contradictory positions across the political divide. In education, we find a policy context that focuses on distributional justice and equality of opportunity but also on principles of freedom and choice. This paper argues that engaging with how yo…
Conceptualising poverty as a barrier to learning through ‘Poverty proofing the school day’
This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that have been uncovered. The process of abductive reasoning necessitated broadening the conceptual framework through which we usually understand poverty and its impacts on education, and in so doing we tak…
Hope under Neoliberal Austerity
Analysis of a university-NGO research partnership with and for children and young people in Covid-19
To gain a deeper understanding of the ways institutions work in partnership in research in times of adversity, this paper analyses what happened when people from two very different organizations, a university and a children’s charity, worked together on the VOICES research project during Covid-19. VOICES looked at how nearly 2000 children and young people in North East England were experiencing the pandemic. It was ambitious in its range of resea…
Partnerships to tackle the effects of socio-economic inequality on children’s experiences of school
Education is a key driver of resilience against the backdrop of increasing uncertainty provoked by enduring forms of social injustice. Yet, for many children living in poverty, school is a site in which economic inequalities are reproduced and children experience further exclusion and stigma. Nearly a quarter of families in Europe are at risk of poverty. In the UK, nine in every class of thirty children are living in poverty. Poverty has been exa…
Improving student engagement and achievement in education
Every year, thousands of young people in Europe leave education prematurely, with significant individual, social and economic consequences. Despite recent improvements in overall rates of early school leaving in Europe, substantial disparities remain within and across countries, with children living in poverty, those with migrant backgrounds, and those from Roma or Traveller communities facing additional barriers to education. Following a multipl…
Sociology (10 obras) · Political science (9 obras) · Pedagogy (6 obras) · Psychology (6 obras) · Public relations (6 obras) · Children's Rights and Participation (5 obras) · Law (5 obras) · Economic growth (4 obras) · Economics (4 obras) · Law (4 obras)